GIAO AN HKI

Teaching aids: textbooks, pictures, handouts, reference books, cassette ... Pre- teach vocabulary: - Unselfish a : example Ask Ss to open their book and read the passage and do task two

II Teaching method: communicative approach

II Teaching aids: textbooks, pictures, handouts, reference books, cassette

IV Procedures:

1 Warm up (5ms)

Stick the picture in the textbook on the Bb

Ask some questions:

- What are the people in the picture doing?

- What is the boy doing?

- Are they happy?

- In your opinion, what relationship are they?

Ask Ss to open the book and read the poem about a

friend

- What do you think about friendship?

- Do you have friends? What is a good

friend like, according to you?

- What quality should we have to have true

friendship?

Transition: - In today’s reading, we’ll get to know

more about friend and friendship.

Look at the picture Answer the questions

Read the poem and tell the meaning.

Ask the questions.

2 Pre- reading (10ms)

a Pre- teach vocabulary:

- Unselfish (a) : (example)

Ask Ss to open their book and read the passage and

do task two in pairs

Ask Ss to work in groups to discuss the question : “

Why do we need to have friends?”

Remarks

• Homework:

- Learn the new words.

- Do the task three again in their notebooks.

- Prepare for the speaking

Take part in the teacher’s work.

Copy and say the words after the teacher.

Work in pairs Read out their sentences, others give remarks

Work in groups of four Present their discussion

 Role playing : talking about a famous friend.

II Teaching method: communicative approach

II Teaching aids: textbooks, pictures, handouts.

IV Procedures:

1 Warm up (5ms)

Give the handouts.

Match the adjective from the box with the parts of the

body:

Short – broad – straight – tallish –

crooked – pointed – oval – turn-up square

– flat – large – wide – wrinkled – dyed

Fill in the gaps

Correct their papers

Ask some pairs go to the Bb

Give feed back

2 Pre- speaking (10ms)

Help Ss to read those words

Help them use those words in their own sentences to

describe one of their friends in their class.

Elicit them by asking:

+ What does he / she look like?

+ What is / she like?

+ Is he / she tall?

3 While- speaking (20ms)

a Task 1:

Ask Ss to open their books and describe the four

persons in the textbook.

Give them some useful expressions:

- He is of medium height.

- He has got a square face with blue eyes

- She wears her hair in a pony tail.( đuôi ngựa)

- Her long hair hangs down to her shoulder

• Model dialogue:

T: Could you tell me something about your friend?

What’s he like?

S: Oh, he is friendly.

T: What does he look like?

S: Tall and good-looking.

e. Task 2 : ( groupwork)

Ask Ss to rearrange the adjectives in order of

importance of friendship and tell the reasons of their

choice.

f Task 3:

Read the words

Describe one of their friends.

Take part in the teacher’s work.

Open their books and describe

Copy and say the expressions after the teacher.

Work in pairs to practice the dialogue.

Groupwork Explain their choice

- Set the scene and ask Ss to work in groups to

make questions or facts about a famous friend based

on the suggestions in the textbook before doing the

task

- Monitoring

- Give help if necessary

T: Hello, I’m ……… I’m a journalist for …

T: I know you are …… ….friend Could you give

me some information about …… ?

- When was he born? / What’s he like?

- What’s his hobby? / What does he do in his

free time? / Why is he interested in math? /

how much time does he spend on math?/

What made him so successful?, etc …

T: Thanks for giving me time Bye.

4 Post speaking ( 10ms)

- Give feedback and remark

• Homework:

- Learn the new words.

- Write a short paragraph about their friend.

- Prepare for the listening

Work in groups and do the task

Practice asking and answering

+ Close pairs + Open pairs

 Listening and taking notes.

II Teaching method: communicative approach

II Teaching aids: textbooks, pictures, handouts, cassette player.

IV Procedures:

Model the dialogue:

T: Who is your best friend?

T: How did you meet him / her?

T: How long have you known each other?

T: What qualities do you admire in your best

friend?

Set the scene to teach the new words:

 Apartment building ( translation)

Help Ss to read those words

Help them use those words in their own sentences

to describe one of their friends in their class.

3 While- listening (20ms)

Ask Ss to open their books

a Task 1:

Ask the students to go through the statements

Elicit the key words so that they focus on

listening.

Have them listen to the tape twice

Listen and take part in the dialogue.

Ask Sts to write the answers on the Bb.

Ask other students to remark and correct

Let Ss to listen the tape again.

- Set the scene and explain

- Tell Ss the way of doing this exercise.

- Have them listen twice.

- Let Ss listen to the tape one more and

ask them to give the answers

4 Post - speaking ( 10ms)

How / where

they met What do they like

Lan - used to live in

- Ha knew many people and

introduced Lan around.

Long - met in college.

- Minh played

the guitar

- Long sang.

- a great sense of humour.

- good listener.

- friendly and helpful.

- Give feedback and remark

listening Listen and do the task

* Ask Ss to retell the relationship between Lan

and Ha, Long and Minh.

* Give the handouts of some proverbs about

friendship and ask them to give their opinions.

1 With a friend at your side, no road seems

too long ( Japanese proverb)

2 Hold a true friend with both your hands

( Nigerian proverb)

3 One can do without people, but one has

need of a friend ( Chinese proverb)

Ask some students to tell about their discussions.

• Homework:

- Learn the new words.

- Write about you and your friend has

become best friends.

- Prepare for the writing

Practice asking and answering based on the chart + Close pairs

+ Open pairs

• By the end of the lesson , the Ss will be able to write a short paragraph

to describe their friends.

II Teaching method: communicative approach

II Teaching aids: textbooks, handouts.

IV Procedures:

1 Warm up (5ms)

Expanding sentence:

- Write the word “Friend” on the Bb

- Ask Ss to expand it by adding the beginning or

the end to make a meaningful sentence.

Introduce the new lesson.

2 Pre- writing (10ms)

Review some useful words that helps them to

describe someone ( speaking lesson)

Short - broad - straight - tallish - crooked -

pointed - oval - turn-up square - flat - large

- wide - wrinkled - dyed - long - curly

Ask Ss to open their books

Go through all the guidelines

Elicit some structures:

a) S + VL + Adjectives

b) S + To have + Noun

+ What I like most about him / her is

+ We have the same interest in

+ It is her / him who I can share

+ I first met him / her in ( when

Look and do as directed

Give the meaning Make examples

Open their books

Do as directed

Help Ss to make the outline

Limit Ss time to finish writing

Monitoring

Share their ideas and writing with his friend

Ask two students write their writing on the Bb.

4 Post- speaking ( 10ms)

Let Ss to remark before giving feedback.

Correct the mistakes and give marks.

• Homework:

- Learn the new words.

- Write the passage again in their textbooks.

- Prepare for the language focus

Make the outline before writing

Check his friend’s writing Come to the Bb

Others give their opinions Correct their mistakes

 Know and use the bare infinitive and full infinitive.

II Teaching method: communicative approach

II Teaching aids: textbooks, handouts.

IV Procedures:

1) Pronunciation:

a) Show pictures of “Chair” & “Bridge”

- Ask Ss to read those word and tell the

differences

Look and do as directed

- Ask Ss to give other words containing

those sounds.

- Introduce the new lesson

- Ask Ss to open their books

b) Read those sounds and ask Ss to repeat

- Read words and sentences on page 19

- Ask Ss to tell the letters containing

those sounds.

The letters such as “Ch, Tu, Tch”

contain the sound /ʧ/ ( question, righteous)

The letters such as “J, G, Dg” contain

the sound /ʤ/ ( soldier, educate)

c) Listen and decide if the word belonging to

group 1 /ʤ / or group 2 / ʧ /

Age, each, badge, coach , college,

chew, junk, jeans, joke, purchase, magic,

match, tragic

2) Grammar:

Stick a sentence on the Bb

- Ex: They arrived late last night.

 I saw

Expected answer : “I saw them arrive late ”

Ask Ss to give more verb following the bare

infinitive if possible.

Introduce the new lesson

Write the structure on the Bb

Open their books.

Read those sounds

S+ Perceptive verbs + Object + Bare inf

- see - hear - listen to

- watch - feel - smell - taste

- observe , notice

* Other verbs : let make , help

a) Task 2

Have Ss practice the exercises given in the textbook

Ask Ss to read out the answers

Give them a chance to practice the structures by

using model dialogue:

A: Where is Nam?

B: I saw him go out a minute ago.

A: What wrong with him?

B: I heard him say that he is not well.

b) Task 1

Set the scene to teach the “To-inf”

What do we go to school for?

What do you learn English for?

* We go to school to enrich our mind with

knowledge.

* I study English to go abroad / to speak to the

foreigner / to find a good job.

“To infinitive” is used in these sentences to

Do the exercise and compare with the partner

Practice the dialogue and replace situation if possible.

Answer the teacher’s questions

Draw out the structure

Open their books and do the exercises.

Come to the Bb ad write down their answer.

Do as directed

* Make questions for the responses:

1) I saw him sit in the park alone.

2) Nothing I think we have to eat out today.

3) Too tired to go now.

4) Why not? Let’s join them.

5) Oh, he‘s old enough.

- Learn the new words.

- Do the exercises again in their notebooks

- Prepare for the unit 2

Remarks:

Unit 2

A Reading:

I Objectives:

• By the end of the lesson , the Ss will be able to express their experiences

in the past

 Read and guess meaning in context.

 Understand the sequence of events in a story.

 Passage comprehension

II Teaching method: Communicative approach

II Teaching aids: textbooks, pictures, handouts, reference books, cassette

Keys: sad , happy, excited , bored , frightened,

upset, confused, etc

Ask some question to lead in the reading:

a).If you got bad marks, how would you feel?

b) If you made a mistake, how would you feel?

Transition: - In today’s reading, we’ll get to know

about the things that have happened to you that

influence the way you think and behave It is

“Personal experiences”.

Look at the chart Discuss and find out the words

Fill in the blanks

Answer the questions

Feeling s

2 Pre- reading(10ms)

a Pre- teach vocabulary:

 Embarrassing (a) : (situation)

 Extremely (adv) = very

 To decide (example)

 To make a fuss (translation )

 To reply = answer ( synonym)

Ask Ss to open their book and read the passage and

check the answers

Pairwork

4 Post reading ( 10ms)

Ask Ss to work in groups to discuss the question :

“ What do you think the girl had to do after she

discovered that the money she had taken from the

boy’s bag was not hers?”

Elicit :

- Put up a notice on the school board.

- Get on the same bus the next day and look

foe the boy to return the money to him.

- Do nothing.

- Keep it a secret.

- Ask her father for advice.

Remarks

• Homework:

- Learn the new words.

- Do the task three again in their notebooks.

- Prepare for the speaking

Translate all the questions Work in pairs Practice asking and answering + Close pairs + Open pairs

Work in groups of four Present their discussion ………

………

………

Unit 2

B Speaking:

I Objectives

1 Aim

By the end of the lesson, students will be able to:

- talk about past experiences and how they affected one’s life

2 Lexical items: words related to personal experiences: seriously, appreciate, turtle.

3 Structures:

-Have you ever … ?

-How did it happen?

-When did it happen?

-How did the experience affect you?

4 Teaching aids: picture, poster, pieces of paper, real object.

II Teaching procedures

T’s activities Sts’ activities Warmer: (5 mins.)

-Ask Ss some questions to lead to the lesson,

such as:

Have you ever been ill?

When were you ill? Why?

What do you think after that?

Pre-speaking: (10 mins.)

* Task 1: Matching phrases:

-Have Sts close their books.

-Stick pieces of paper on the board:

1 speaking English to a native English

speaker.

2 being seriously ill.

3 traveling to other parts of the country.

4 failing an exam.

5 talking to a famous pop star

-Explain vocabulary:

▪ seriously (adv)

-Listen and answer.

-Close their books.

-Read phrases

-Take notes.

-T: “ That is the things you might have

done or experienced And now how they might

have affected you.”

-Stick pieces of paper:

a makes you love your country more.

b teaches you a lesson and makes you study

harder.

c makes you appreciate your health more.

e changes your attitude to pop star.

While- speaking: (23mins.)

* Task 2: Ordering the dialogue:

-Introduce task 2 (p.25).

-Ask Ss to open their books and do the task

-Explain voc :

▪turtle (n) : (real object)

-Go around helping Sts.

-Correct: 1b, 2d, 3h, 4a, 5e, 6g, 7c, 8f

*Task 3: Make dialogue:

-Have Sts open their books.

-Ask Sts to underline the structures used to

talk about past in the dialogue (task 2).

-Write on the board.

-Listen.

-Ask Sts to use these structures and the ideas

in Task 1 to make similar dialogues.

-Go around helping.

*Note: Use Simple Past and Past Perfect to talk

about past experiences.

Post-speaking: (5 mins.)

-Call some pairs to practice the dialogue.

Homework: (2 mins)

-Learn voc.

-Practise the dialogue again.

-Prepare the next lesson.

+Have you ever …?

+How did it happen?

+When did it happen?

+How did the experience affect you?

-Work in pairs to make dialogue.

-Practise the dialogue as required.

-Write down.

Unit 2

B Listening

Aims: Listening to an interview to get information about Christina’s

unforgettable experience in her life and how it affected her

Lexical items words related to the fire

Structures: The past tenses.

Teaching aids picture of a fire and posters

Procedure :

Teacher’s activities Students’activities Warm up (5minutes)

-Asks sts to close books

- Shows the picture of a fire and ask some sts

to describe it

-close books

- Look at the picture and answer some questions:

- Ask some questions:

What do you see in the picture?

 Who do you see in the picture?

 How do the girls look?

 Have you ever seen a fire?

- Leads to the lesson

2- True False prediction ( task1- page 27 )

-Sticks a poster of true false statements on the

board after introducing the situation

( (Christina is being interviewed about the most

unforgettable experience in her life )

- Gets sts to underline the key words in the

statements

While – Listening (17 minutes )

1 Task 1

- Plays the recording and get sts to listen to the

first part (From the beginning to minor burn )

to check their prediction (two times)

- Give feedback and play for recording for the

-Listen and repeat

Repeat chorally and individually